Search results for: Gilead Yona
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School’s Place in Nurturing Students’ Jewish Identity Within a Broader Social and Cultural World: Stakeholders’ Experience
This article reports on students’ and faculty members’ experience of their pluralistic Jewish day school’s educational mission to nurture students’ Jewish identity exploration within a broader social and cultural world. It articulates these stakeholders’ perceptions of the ways teaching and learning of Jewish values, customs, and knowledge are integrated into the formal and informal educational experiences. Furthermore, it identifies five key features that contribute, mainly positively, to students’ exploration. of a broader Jewish, Australian, and global identity formation. It argues that a close alignment between stakeholders’ personal views and beliefs and their experience of the implemented educational mission, is a major contributing factor in stakeholder satisfaction with Jewish day school education.
Updated: Jan. 11, 2021
The teaching and learning of Modern Hebrew outside of Israel is essential to Jewish education and identity. One of the most contested issues in Modern Hebrew pedagogy is the use of code-switching between Modern Hebrew and learners’ first language. Moreover, this is one of the longest running disputes in the broader field of second language research and education. Based on recent conceptualizations of bi/multilingualism together with findings from an empirical investigation of beginner students at an Australian university, this article argues that strategic use of code-switching serves the needs of both learners and teachers working within a bi/multilingual educational environment.
Updated: Nov. 16, 2016